Facilitator Training 2-Day Flow

8/11/2019 Facilitator Training 2-Day Flow

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TWO-DAY

FLOW FORFACILITATORTRAININGS


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Summary Flow for 2-Day Facilitator

Trainings

This Agenda/Flow design is, of course, subject to the leaders sense of what is

called for in your trainingfeel free to change this flow if something else is

needed. Also, time estimates are approximate, and assume focus!

Finally, if at all possible, we recommend that you start the night before the first full

day, after dinner, and complete I.A-I.C and II.A, or whatever else you choose.

Day 1

I. Welcome and Coming PresentA. Welcome, overview of day (15 mins)

B. Acknowledge Sacred Space, personal objects on the altar (10 mins)

C. Participants Introduce Each Other to the Group (40-55 mins)

D. Whos here, how to be here (10 mins)

E. Complete on Preparation Assignment (10 mins)

Break (15-20 mins)

II. The Context and State of Being of our Work as Facilitators

A. Background of The Pachamama Alliance and the Symposium (15 mins)

B. The Context for Our Work (20 mins)

C. Pass out Training Notebooks: P & IR for Training (20 mins)

D. Discussion: What Moved You From Your Symposium? (20 mins)

E. Review: P & IR for Symposium (15 mins)

Lunch (60 mins)

F. Notes To Ourselves In Designing the Symposium (60 mins)


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III. The Symposium and Basic Manual

A. Taking the Flow of the Symposium Into Yourself (40 mins)

B. Presentation of, Orientation to, the Basic Manual, 3 sentences (30 mins)

C. Walk-through of the Basic Manual (150 mins)

Break in middle of walk-through (15-20 mins)

Dinner (potluck/catered/out)

Option: meeting with local community group members

D. Going Deeper with Social Justice (50 mins)

E. Relational Presence (30-40 mins)

Day 2

There is extra timing space in the Second Day agenda below, to allow for any

important material that was not completed the day before, or for adding something

that you create, or for just being spacious! For instance, if you chose to do Two-

minute shares of Who I Am, you may need to add completion time for this on

Sunday.

IV. Making it Happen

Opening (20 min.)

A. Creating & Holding the Space (20 mins)

B. Presentation of 5-minute sections of Symposium (60 mins)

C. Spiritual Fulfillment & Blessed Unrest As Change Agents (25 mins)

Break (some time in morning) (15 mins)

D. Next Steps & Resources to Support You (40 mins)

E. Completing Your Training (10 mins)

F. Finding Your Group Name (15 mins)


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Lunch (60 mins)

G. Meeting in Regional/Community Groups to Plan Next Steps (45 mins)

H. Conversations about the Symposium (30 mins)

I. Feedback Forms (20 mins)

V. Completion Ceremony(30 mins)

Possible: followed by potluck lunch meeting with local community

Flow of Facilitator Training

First Day - Morning

Team Meeting:

o Review checklist at end of Flow Document to see that all jobs are covered.

o Have you learned how many people have not yet done a Symposium, and

who?

o Get clear on what training completion options will be offered to trainees and

how: 1) mentors or resource team, 2) formal Symposium run-through day,

3) introduction to local Community Group(s) and opportunity to be on

Symposium teams.

o Find out name of local indigenous people, to use in acknowledging sacred

space.


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Production Team:

o Roster contact info corrected as people check in

o All payments completed in full, or arrangements made

o Purpose of Symposium on flip chart paper

o Community Bulletin Board set up

o Agenda on flip chart

o Someone trained to ring bells in a respectful way, as a timer.

Note: Any words written below are intended to hold a place or to remind you of

general content of the message to be communicatedas long as you get the

essential message across, please let your own words come to you in a way that is

authentic for you. When a message or idea is especially important, it is printed in

bold.

I. Welcome and Coming Present(15 minutes)

I-A. Welcome and Overview of the Day(_________)

o Thrilled to be here, recognizing their commitment (or other positive lead-off)

o Leaders introduce selves

o Introduce Production Team

o Overview of the Day

o Logistics: bathroom, breaks, cell phones off

(10 minutes)

I-B. Acknowledge Sacred Space(________)

o Acknowledge Sacred Space (refer to local indigenous people) to bring

people present (see Modules Document for suggestions about opening

Sacred Space)

Major points, covered in whatever way is right for you: 1) let go of

anything tugging at your attention, 2) come present, 3) consciously

connect with each other and why you are here, 4) give thanks for

any spirit or guide that assists us.


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o Have everyone come forward at one time, and mindfully place object on

altar in silence.

o If you have time, invite each person to say their name, where from, what

energy they bring, and one sentence (or whatever time you can sparebut

set the boundary clearly) about the object they are putting on altar. This

can be a great coming present exercise.

(15 minutesplus 2-1/2 min. per pairfor 30 people, about 55 minutes)

I-C. Participants Introduce Each Other to the Group(_______)

Set up process:

o Ask each person to pair up with someone they dont know, five minutes to

interview the other person (10 minutes total), bells will ring at switch time.

Be creative in questions, including What drew you to be here today?Take notes, or not. Try to get at the essence of the person.

o Find something you have in common, tell us about it when you

introduce that person.

o Then come up in pairs, one minute to introduce the other person. Try to give

us the essence.

o Suggestion re bell timing: 1) one soft ring when 10 seconds to go, 2) one

ring at one minute, 3) one ring every 10 seconds afterwards (so it is their

choice if they go over, but it is publicly acknowledgedthis keeps the

boundary in a consistent way).

o When begin introductions: explain context for keeping time, how bell will

work. Purpose of time boundaries to:

make the weekend work for everyone, in the limited time we have

learn how to stay within time boundaries because sometimes more

magic comes out in a limited time!

Group Share:

o What was that like for you?

(10 minutes)


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I-D. Whos Here & How To Be Here(______)

o Acknowledge breadth & depth of experience & wisdom here

o Today, not about being leader or being seenthat wont work for everyone,

in the time weve got

o Request & recommend: be a sponge, empty vessel, to get the most out of

today. May be hard for some!

o Guidelines:

o Self-manage time, return from breaks on time (well ask for

volunteers to ring bell and get us back in seats); focus your shares.

o And focused listening is powerful, too

o Step-forward, step-back suggestion (if you find that you are sharingor talking more than others, step back; if you find youre sharing or

talking less than others, step forward.)

o Request permission to give them the please focus sign (hands

pointed down, tips of fingers touching)and production team may

give it to us occasionally!

o Ways to acknowledge others rather than clapping: American sign

language for clapping, Namaste with hands, hand on heart and bow

of head

o Dont have to stay seatedfree to get up and move, stretchtake

care of yourself & your body!

o If you feel the need for movement in the group, check inside to see if

it is the right time to suggest, and, if it is, suggest it!

o Who loves movement? Are there some volunteers who would be

ready to lead us in 2-3 minutes of group movement when we need

it? (Write down to use in future, or meet with them at break to

explain more)

o Optional: Invite the Movement Team to prepare 10-15 minutes of

movement that will start the day on the second day. (Suggestion:

coach them to come up with exercises that generate energy and

have the group connect as a single unitfor instance, less free-form


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individual dance movement, and more relating/connecting/laughing

together)

(10 minutes)

I-E. Completion of the Space of the Preparation Assignment

(_____)

o Purpose of the Preparation Assignment: to begin (or continue & go deeper

with) the process of educating yourself in areas covered by the Symposium

o Good news: no matter how much of it you did, you all get an A!

(Note: this is important so that what follows does not sound like it is about

checking up on them.)

o So now thats established, we can acknowledge where we are and go

forward:

! How many feel they did all or nearly all of it? Great!

! How many feel they did most of it? Wonderful!

! How many did a good chunk, but less than half? Great!

! How many did just a little or dont know what were talking

about? OK, good!

o It continues to be relevantyou can continue to read these articles, and

othersmake the continuing process of educating yourself a natural part of

being a Facilitator.

Discussion: Any part of Preparation Assignment you really enjoyed, want to tell

others about? Especially any of the articles youd like to recommend? What did you

learn?

(15-20 minutes)

Break(OPTION: get agreement to come back on time, self-manageturn bell

over to one of participants and give them job of supporting everyone in being backon time)


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II. The Context and State of Being of Our Work as Facilitators

(15 minutes)

II-A. Background of The Pachamama Alliance & The Symposium

(______)

Transition: In designing this Training, we realized there are three different aspects

to this role of being a Facilitator, someone who helps bring forth a New Dream with

this tool called The Symposium: those aspects are Knowing, Being, and Doing.

o Knowing is the information or content neededwhat you know with your

head or intellect.

o Being is who you are, the spirit and awareness that you come from whenyou fulfill that role.

o Doing is the ability to bring it all together and make it all work together, to

make it happen.

In our culture, we often think that knowing comes first, we assume thats what it is

really about. But actually being is more important, and comes firstbecause it

changes the way you relate to everything, it actually changes the effect of what you

say. So well spend the rest of this morning and part of the afternoon primarily on

being, move into a focus on knowing this afternoon, and focus on doing on

Sunday.

Tell Story:

o The Call from the Achuar (more notes are in the Modules Document)

change the dream of the Modern World. (See Modules Document) End

with something like this: And it wasnt just a call from the Achuar, but

from the rainforest, and ultimately from Life itself. And it wasnt a call

to Bill and Lynne Twist, but to everyone who can hear itin fact, it is

possible that your being here today is your response to that Call.

o Two-part Mission Statement of TPA: 1) to protect the worlds tropicalrainforests by empowering the indigenous people who are its natural

custodians, and 2) to contribute to a new global vision of equity and

sustainability for all.


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o The Symposium was composed from hundreds of people giving input, not a

creation of one person: truly a product of group mind or collective wisdom.

o Important goal of today: that you get some sense of that collective

wisdom and truly begin to find it or take it within yourself in your

relationship with the Symposium, so that any changes you make to

the Symposium in the future are not guided by a personal agenda but

rather by a further expression of that collective wisdom that created it

in the first place. You are free to make changes after youve tried it the

way it is written 2-3 timeswe only ask that you do the best you can

to make sure all changes are guided by that spirit of collective

wisdom, and that you tell us what works!

o First Symposium in April 2005, has gone through several major changes

based on thousands of inputs: from seven hours delivered by presenters

with some video (S-1), to a flexible-length approach (C-1), to a version withmost of the content delivered by powerful video modules and the facilitator

free to focus on processes & exercises (V-1), to the next version that will be

truly world-wide instead of Americo-centric (V-2).

o In five years, about 2400 trained Facilitators in U.S., Canada, Mexico,

Guatemala, Argentina, Ecuador, Peru, U.K., Ireland, Belgium, France,

Spain, Russia, South Africa, Ghana, Japan, Korea, China, Malaysia, India,

Australia, New Zealand,and growing. Delivered to at least 100,000

people, probably many more.

(20 minutes)

II-B. The Context of Our Work(______)

Note: Please consult the training video The Context of Our Work. You are free to

show this video in the training, or to use it as a source for your own presentation on

the context of our work. Have them consider the following:

o This work is not just about putting on thousands of Symposiums, but about

creating, by whatever means we can, a cadre of awake, informed,

groundedly optimistic, possibility-generating people who see all aspects of

our current crisis, but also see that the possibilities outweigh the crisis.

Thats the work of the Symposium: creating that groundswell of people with

that grounded optimism that will open a new possibility in this crisis.


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o This Facilitator Training is actually about becoming a leader of a movement,

a community organizer (in some sense), a bridge builder, someone who

helps create the context for others to find their connections and their biggest

purpose in bringing forth this new dream, in ways we cant even begin to

imagine.

o And they are not doing this work for the Pachamama Alliance, but as an

expression of their own sense of purpose in life.

o Their participation with ATD will be most empowering if they see it not in

terms of putting on the maximum number of Symposiums (although that can

be extremely valuable), but rather to see themselves as change agents in

blessed unrest, with the Symposium as a powerful tool in their tool kit,

committed to making their local communities environmentally sustainable,

spiritually fulfilling, and socially justand generating other people who also

share that commitment.

o In order to realize the goal of generating hundreds of millions of people

committed to this purpose around the world, this movement needs to be

much bigger than anything that could be run out of a small office in San

Franciscoto be successful and flourish it wants to be self-supporting and

self-generating. Communities and their members need to support one

another. At the end of the day, its about communities.

o That may be a bigger game than you may have known you were getting

into at the beginning of the day!

Discussion: How does that sound to you? How do you respond?

Recommend:

o Invite them to take out their calendars and decide on a date by (or a

time within) which they will complete a living room Symposium

(explain what you mean) and either write it on their calendars or

simply write down somewhere in their notes, as a way of committing

to themselves.

o That concrete commitment will change the way they experience the rest of

the trainingmake all of it more vital and alive.

(20 minutes)


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II-C. TRAINING NOTEBOOKS(______)

Production: Pass out Training Notebooks withoutthe Basic Manual content

included.

Process & Discussion: Read the Purpose & Intended Results for the Training,

popcorn style, and open space for discussion.

-Possibility: Get them to take a moment and see what their intention is for this

training, and write it in their Notebook.

Lead: orient them briefly to the rest of the Training Notebook. Highlight, in

particular, the Resources section.

(20 minutes)

II-D. What Moved You From Your First Symposium?(______)

Transition: Were moving now into talking about the Symposium, the spirit behind it,

and who you are when you are part of bringing one into existence (in whatever

role), where are you coming from.

Closed eye process: Go back to the Symposium you attended. During the

Symposium, or maybe afterward, things must have happened that moved you, that

were aha moments for youor you wouldnt be here now. What were they?

Spend a few moments remembering them, feeling them inside you, and in a minute

lets open our eyes and talk about what those moments were (are).

Discussion: What moved you or stuck with you from your first Symposium?

What did you experience as the turning points? Possible: Start out in A/B/C

triads, then join into one group.

--One of the points of this discussion: you may think that there are just one or two

turning points in the Symposium (the one you experienced), so you might feel

some pressure to make sure that you get those one or two sections right. But


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there are actually multiple dozens of turning points, which takes the pressure off a

bit!

(15 minutes)

II-E. Purpose & Intended Results For The Symposium(______)

Process & Discussion: Read the Purpose & Intended Results for the

Symposiumpopcorn style from the Training Notebook, open space for discussion

Lunch (60 minutes)

Announce:

o At end of the day on Sunday, youll have the chance to choose a group

name. Begin to listen for it as we talk. Well post a flip chart page so you can

list names that come to you. Before listing a possibility, we invite you to

consider: listen within yourself whether what you think of is really a possible

name for the group, or just a personal creationdoes it advance the group

decision to add it to the list?

Production Team:

o Correct group roster if not done previously

o Post a flip chart page for possible group names.

o Make sure Presenters Manual contents are collated with a cover sheet on

each copy bearing the name of one person in the Training, with every

participant covered, and no extra copiesthey will be handed out after

lunch.

(60 minutes)

II-F. Notes to Ourselves Discussion (_______)

Process:


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o Point out by page number the Notes To Ourselves document in Training

Notebook, explain numbering system (designed so that no one would

assume their was any hierarchy of importance to these).

o Explain what they are: for the group of 6-8 designing the Symposium, as

they collaborated with a variety of leading thinkers, these were concepts

they thought were important to remember as they designed the Symposium.

Supplemented by talks with Paul Hawken and Van Jones and a

conversation with Bill Twist. (Point out where in the document).

o They could be considered design principles of the Symposiumand it is

important for those who facilitate the Symposium to understand and

embody these as they facilitate Symposiums.

Instructions:

o Ask them to get into groups (ideal: about 5-8 persons in each group), givingeach group a section of the notes to reflect upondoesnt matter if some

groups share 1-2 notes in common. NOTE: Dont assign the Conversations

from Ecuador Notesthey will be used later.

o Assignment: 1) read together all of the notes in the section your group has

been given, 2) discuss among yourselves why they may be important, ,

3) by some means, come up with a way that you can share with the

others in this training which ones your group thinks are really

important

o After about 20 minutes, well come back into one group and each group will

Report. Well ring a five-minute warning bell.

Discussion: Each group reports to rest of group (in any way theyd like),

encouraging discussion & grappling.

Note: This Notes to Ourselves conversation is potentially one the richest parts of

the training. It is where participants get some of the fundamental differences

between the Symposium and other programs and how they need to be to

communicate that difference to participants. Please be open to seeing

transformative moments in this conversation; open a space for it to be all that it can

be.


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III. The Symposium & Presenters Manual

(40 minutes)

III-A. Taking The Flow of The Symposium Into Yourself(______)

Transition: Now beginning to enter the knowing part of the training (being is still

in the space, but knowing now becomes the major focus for the rest of today).

Introduction to the Process:

o Symposium isnt about merely communicating information, but about

creating a transformational experiencefor participants, so that they relate to

the information in a new and more powerful way.

o What makes an experience transformational is that the program guides

participants into spaces of being and a particular way of seeing the world

and their role in it. The Symposium is designed to guide the participants

through those spaces in a carefully designed orderand it seems to

work!

o You need to know what those intentions or spaces of being of a

Symposium are, what order they come in, and how they relate to each

other, and have it thoroughly in your consciousnessfor several

reasons:

! Being clear about what the intention is for you and the team makes it

more likely that the intention will be realized.

! Knowing the intention of each section gives you a basis to decide

what to say or do (or what path to follow) at any given moment: you

simply ask yourself what choice supports the intention of that

particular section

! And knowing the flow of the intentions of the sections allows you to

re-create the spaces of a Symposium in different formats (for

instance, give someone a Symposium experience in ten minutes

while you sit beside them on a plane ride, if that is the only chance

you will have!)


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Thats the purpose of this process we are about to do, to help you take the flow of

spaces of the Symposium deeply and strongly into your own awareness, so you

really get it and can re-create it for yourself and others, in a variety of

circumstances.

Set up Process:

o Point out the Intentions of the Sections of the Symposium document in

their Training Notebook.

o Option: Have eight volunteers line up across the front of the room, and read

the eight intentions from left to right (from the participants perspective) to

physically manifest the flow. OR: Invite them to stand up, popcorn style, and

read (in order) the Purpose of the Symposium and then each intentionone

person takes one intention, then another person takes the next oneand toread them as words of power, because they do have power. Pause a

moment in between each, to let it sink in.

o Now have a discussion where the group goes through each the intentions in

order (dont bother with the Purpose of the Symposium), ask them to call

out loud what they see as the key words within each intention, and each

person underline those key ideas in his/her Training Notebook (these notes

will help them get what they should be sure to mention when they put that

intention into their own words, later). If the group fails to mention any key

words, you can mention them in the group conversation yourself.

o Then, invite one person to stand up and say the Intention of the

Welcome/Intro Section, more or less in their own words, looking at their

notes as needed to see the key words they underlined. Repeat this for

each section of V-2, with a different person for each section. Acknowledge

each person, and acknowledge them as a group when they finish.

o Then invite all participants to break into groups of three persons.

o Each person of the three will go through all of the Intentions in order, telling

the other two persons what the intention of all the sections is, in order,

referring to the written version as needed. Again, try to come from inside

yourself, not just from your head-awareness. Focused listening also helps

your partners!


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o Each individual person completes the sequence of all of the Intentions in

this way to get the flow of all of them (before the second or third person

begin). Then go on to the second person, who does the same thing, then

the third personeach person has a total of about five minutes to complete

their flow (a total of 15 for the three people). Focus on the flow of spaces,take that flow into yourself.

o Keep track of the time & give them a bell at five minutes and at ten

minutes. (Check how they are progressingyou may need to give them

more like 6-7 minutes for each person, particularly the first of the three).

Giving them warning bells is important, because they can go way over in

time. Do not allow creations of groups of four (two groups of two is better)

this will throw the timing off for everyone one.

Discussion: What was that like for you? What did you learn?

--They will probably experience that the second and third persons did a better job,

and you can reassure them that this is because group learning goes on between

the three of them.

(25-30 minutes)

III-B. Presentation of the Manual, Orientation, Three Sentences

(______)

Manual Presentation Process:

o Have stack of Manuals in front of the altar, stacked in alternate directions so

each set stands out easily, with one name on the cover of each copy. Make

sure everyone in the training has a Manual in the stack, and that there are

no extra Manuals.

o Ask people to come forward silently (all at once is OK), take one copy

(checking to make sure that it does not have their own name on the

cover), then go and stand scattered around the room, be quiet and gowithin. Note: have them pick up their Manual first, beforethe guided

meditation, so that the guided meditation flows directly into the ritual or

presentation (they go from a deep space into an intuitive space, with no


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logistics in between). And dont tell them that they will be presenting it to

someone else, or they will start rehearsing it in their heads right away.

o Once all are in place, take them on a short guided meditation involving

things like (fill in and change as authentic for you):

What you are holding is a tool that can play a role in bringing forth a

sustainable, fulfilling, and just human presence on the planet.

Like any tool, its effectiveness depends on the spirit and skill that it

is used with.

Take this tool and go present it, with your heart, to the person whose

name appears on the cover, blessing this tool and them, that they

may use it to create a world that works for everyone, and in a way

that fulfills their purpose in life. Whatever words come to you are

fine.

Group Discussion: How was that for you? What did you experience?

Orientation to the Basic Manual:

Flip through main contents, explaining each in general terms (All they need is

sufficient understanding to find their 3 Sentences, belowso point out the

difference between words spoken by the presenter, words on the video, processes,

non-spoken instructions to the presenter, etc.)

Explain color coding for the Manual

Suggestion: Ahead of time, find 2-3 consecutive pages in the Manual that illustrate

the major color codes, so you can show them real examples.

Three Sentences Exercise (_________)

Set Up: Have them go off by themselves and find one, two or three sentences of

the Symposium that move them (thats 1-3 sentences that are together!), and that

they can deliver to the rest of the group. Can be either words spoken by the

facilitator, or in a video module. This is about their having a direct experience of a

small portion of the manual coming through them, so it doesnt matter whether it is

in a video module or not (in fact, the words of the video modules may come


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through them more easily). Take about five minutes to find the 1-3 sentences and

prepare themeither read them, take them into yourself and say in your own words

(looking at the Manual or not), memorize, or whatever works for you.

o Option A: Have them go up in groups of 3-6 before the rest of the

group and each person simply steps forward and delivers their 1-3

sentences.

o Option B: Group stands in a circle, and each person in turn steps

forward and delivers his/her 1-3 sentences to the circle.

o Group Discussion: What was that like for you?

(150 minutes)

III-C. Walk-Through of the Manual (_______)

Note: In order to finish the Manual Walk-Through on Day 1 (which makes Day 2

much more manageable!), it is recommended that you start III-C by 3:30 p.m4:00

at the latest.)

Establish Context:

o You will not master this Manual todayin fact, you wont really learn it

until youve done at least three or four Symposiums.

o

But what is important is that, at the end of the day, you feel a basicunderstanding of how it works and why it is designed the way it isa basic

comfort with what kind of a tool it is and how you might be able to increase

your skill with it in the future.

o It is kind of like one of those bus tours of in a big city that just points out the

major landmarks and streets to you, so that you can find your way there and

come back and look at each monument in detail later. This is a major

landmark kind of tour.

o Then, youll learn the details about how to use the Manual frompracticeand

experience: working with your team, with your community group, and/or bydoing your own Symposiums.


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Walk-though:

Note: See the detailed notes for the Walk-Through in the Modules Document.

o Walk through each section of the Symposium in order. Possibility: ask them

to hold questions until the end of each section (or at a logical breaking pointinside the section?), since they may find their questions are answered.

o Start each section by having someone read the intention of that

section.

o If the DVD player will allow it, play the first and last minute of each video

module (this is usually possible on computers). And, with this option, you

can move the cursor slowly along the timeline for the video, so that the

contents of the video get flashed up on screen, like a quick review of the

contents. If you dont have this capability choose 1-2 sections to play just to

get the energy of the video modules into the training space. Playing allvideos takes about 90 minutes, so you can only do a few in full.

o Give them a basic orientation to how the DVD is set up and operates,

as you go through parts of the Modulesit comes naturally here (or

give them a separate orientation Sunday morning).

o Dont get bogged down in detailsfocus on broader topics such as:

Reminding trainees where participants will be emotionally.

Point out transitions in the spaces of the Symposium.

Point out delicate balancing points, where the Facilitator has to strike a

fine balance between two extremes in order to maintain the desired

tone.

Places to be cautious.

Tips on how to set up processes and discussions, as time allows.

Tips on how to hold the space.

Note: Please do the best you can to honor all roles in Symposium

facilitation, host & producer & alliance builder, etc.

Caution: As a leader of the Training, there is a temptation to tell the

participants things that you love to do in a Symposium that are different


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from the Manualplease resist this temptation as much as you can! It

will only confuse them, at a time they need to learn trust in the Manual!

Deal with common fears, like the fear that participants will ask hostile

questions. Or explain how to work from your own notes, rather than be

tied to the exact words in the Manual.

Reassurance is key--the tone you want to create for the trainees is,

Hey, you can do thisyouve got a great tool that sets you up perfectly,

and youll gradually learn how to use it with a team or with your mentor

or community group, and youll find it is SO much easier and more fun

than you might think now!

Option: For points about each section that you might consider covering, see the

Modules Document on Walk-Thru of the Manual, and training videos on this

section.

Set Up Five Minute Presentations for Second Day: Ask them to prepare,

overnight, a four-to-five-minute section of the Symposium (one spoken by the live

presenter, not a video module) to deliver from their notes, using the Manual as they

need to, to deliver in small groups (just about 5-6 people) tomorrow. They can work

in teams of two or more, to make it more like a real Symposium. Explain that, if they

choose a section that has a video or a group process in the middle of it, they will

act like the video or the group process includes immediately.

Dinner: (60 minutes)

Options for Saturday Night:

(40-60 minutes, depending on what you choose to do)


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III-D. Going Deeper with Social Justice

Dealing with Social Justice in the training is open to experimentation. Below are

several options, and you are free to create your own authentic expression. Also,

see the more extended notes in the Modules Document under Social Justice.

Option A: Show the 15-minute Van Jones video (from Disc #2 of the V-1 DVD).

Allow time to process in silence, then maybe have some appropriate background

music and self-guided movement, or drumming. Then lead a processing

conversation, starting in dyads or triads, then opening to the entire group.

Option B: Show the entire 90 minute Van Jones video, with the same process

afterward as in Option A. This will require careful time planning, to allow a total of

120-150 minutes.

Option C: Follow parts of the following design, based on the time available, or

modify with your own design:

o Group Discussion: What does social justice mean to you? What is

included? How do you relate to it in your life? Possible: create a

more intimate space by coming closer in a circle, with several

candles in the center.

o Go into a meditative space, and each person comes up with three of

the most powerful unexamined assumptions that limit him/her in the

area of Social Justice, write each one on a slip of paper, and deposit

in a single bowl in the middle of the room. They are mixed together,

and then each person draws three and reads them in silence,

contemplating how this expands their experience of the social justice

area.

o Have another discussion about what you learned from reading

others unexamined assumptions. Decide whether (and under what

guidelines) it is OK to read the assumptions that one drew from thebowlit might be best to make them just the basis of a personal

share.


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o Possible: Create the space for people to share (if they choose) a

time they experienced social injustice, as either the recipient or the

person who was unjust. Emphasis is just on listening, not fixing or

making it rightjust fully receiving. This can get intense. Can be

done around a candle, creating an intimate space.

o Generate a space that allows holding of this, perhaps talking about

the spiritual practice that allows us to be fully present to the pain of

others and to our own painthe fact that awareness is often the

beginning of healing, in and of itself. Point to the connectedness

that is possible in the following Relational Presence exercise as a

source of healing for many.

(20-40 minutes, depending on what you choose to do)

III-E. Relational Presence

(More details, for the fuller process, are in the Modules Document).

Set-up:

Have them pair in A/B pairs, then explain Relational Presence:

o Both persons sitting on same level, facing each other straight on, and as

close as both feel comfortable.

o One person speaks from the heart, about things going on in real

time, present time; begins with a deep breath, silence is OK

(speaking from the heart will involve some silence), maintain eye

contact and relational presence with the listener at all times

o The listener holds the speaker in complete loving acceptance,

unconditional, also maintaining eye contact at all times

o And listener does best they can to hold back on the little knods

and smiles that we often feel compelled to offer, as reassurance to

someone that we approve of them (these communications back theother way prevent the experience from being complete listening).

o If a real smile comes up, express it, but not a nervous, habitual smile


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o Make it a truly one-way communication, complete listening, nothing

communicated back from the listener except complete loving

acceptance, and listening.

First Part: Do one minute of mutual silence, both holding the other in

Relational Presencebegin with a breath and end with a breath.

Second Part: Then one minute with one person speaking and the other

listening. Begin with a breath and end with a breath.

Third Part: Switch roles for another minute of one person speaking and one

person listening.

Fourth Part: Then two A/B pairs come together, all sitting on same level

(and oriented as if they were at a bridge table). Each person does three minutes,

with the other three people listening, all in Relational Presence, maintaining eye

contact with the speaker at all times. Rotate around the group, with the same timefor each.

After all have gone, allow the group of four to share among themselves for 2-3

minutes, then open it up for a group discussion about what their experience was.

Closing: Ask them to pay attention to their dreams (see Notes in Modules

Document). Remind them of the 5-minute presentation from the Presenters

Manual.

Optional: Invite Movement Team to prep

Day 2 - Morning

Production:

o Have hard copies of the Feedback Form ready to pass out

o Look at where participants are from, so that you know how they will divide

for the meeting of community/regional groups.

(20 minutes)


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Opening

o Welcome

o Any new people to introduce?

o Light the candle, remind about sacred space being open

o Did anything come to anyone in dream space that might be a message for

the group? (Note: emphasize that you are asking only for dreams that might

be a message for the groupyou are not asking just for interesting dreams

in general!)

o Anything that anyone needs to share, to feel complete about yesterday?

o Overview of the day

o Announce putting up a flip chart page for suggestions re: group name.

Transition:

This morning, were moving into the part of the Training where the primary focus is

on putting it all together and doing it. Obviously, you continue to learn about the

being states, and to learn new knowledge.

IV. Making it Happen

(20 minutes)

IV-A. Creating & Holding the Space(______)

Discussion:

During the Symposium, holding the space is something done in different ways by

different roles. How did some of you experience the space of your Symposium?

What worked for you in terms of the physical space, the visual space, theenergetic space, etc.


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PRESENTATION: KEY POINTS ABOUT HOLDING THE SPACE:

See Appendix A to the Modules Document, for additional talking points.

(45-60 minutes)

IV-B. Speaking the Symposium: 5-Minute Presentations

(__________)

Set-up: Have the participants break into groups of 5-6. Hopefully, have one training

leader and/or team member for each group.

o the 5-6 presenters arrange themselves into the order in which the sections

they prepared come in the Symposium, in teams of two.

o One team of two sits up front, side-by-side, with the other participants in ahorseshoe shape around them (including the leaders/team members)

o Each of the team of two presents their section, staying in the role of a team

of two presenters (no explanations or side remarks).

o After both have gone, the leaders ask them, How was that for you? and

each answers. Then give them a hand of applause, and they leave their

presenter chairs so that the chairs can be occupied by the next two

presenters. No specific feedback at this pointstay in the energy of

presentation.

o The next two people go up and do the same thing.

o If there is one odd person without a partner, one of the other presenters

stays up there with them, to fulfill the role of partner.

o After everyone has gone, the group has a discussion of So what worked?

What did you learn?

o Avoid negative feedbackthe point of this process is to build confidence. If

they want constructive feedback, they can ask each other one-on-one, later.

(30 minutes)


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IV-C. Spiritual Fulfillment & Blessed Unrest As Change Agents

(________)

o Read selections from the Notes From Ecuador at the end of the Notes to

Ourselves document, focusing on the spiritual fulfillment and Blessed Unrest

Topics.

o Generate a conversation about what this means to them, what possibilities it

opens up.

o Recommended preparation for delivering this section: watch the videos from

the February 7 & 8 Facilitator Training in the Bay Area, where Tracy led a

conversation on What is Spiritual Fulfillment?

Break(15 minutes)

(30 minutes)

IV-D. Next Steps & Resources to Support You in Making it

HappenSetup this Discussion:

o

Lots of resources to support youespecially online ones.

o You wont master these resources today--impossible. This

presentation is another thing like that bus tour of the major landmarks

in Washington, D.C. we talked about before the walk-through of the

Manualthis time is just to show you the major elements of what is

there and give you the basic information about how to explore it on your

own and learn to use it later.

o Youll have your team-mates, community group, and mentor to learn

from as you get more familiar with putting on Symposiums.

o The frames for this conversation are two documents in your Training

Notebook:

Next Steps & Resources to Support You and


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Where (and Who) to Go To For Support

Note: Using the Next Steps document as the framework for you presentation, and

referring frequently to it, is often re-assuring to the participants, because they can

see that the basic information (including all the web site addresses) is available in

written form to them, so they can come back and look at it.

(10 minutes)

IV-E. Completing Your Training (______)

Discussion: Completing Your Training

Note: of course, discuss only those that the Support Team for this Training has

decided to implement.

o Mentor: Be assigned a mentor. Mentor will:

1) encourage you to complete your living room Symposium,

2) if possible, invite you to be on the team for any Symposium

he/she participates in,

3) encourage you to get involved in the local community group (if

there is one), and

4) answer questions and offer whatever other support or

encouragement you might need.

5) Important: You need to initiate, toodont just wait to be

called by your mentor, and ask for what you need.

o Resources Group: if mentors cannot be assigned for any reason,

identify a group of at least 2-3 experienced facilitators that the

participants could call if they need guidance about anythingand give

them the names, phone numbers, and e-mail addresses.

o Symposium run-thourhg: Meet again in about 4-6 weeks and do a run-

through led by one or more experienced facilitators, to learn some of

the practicalities, and to rehearse in front of fellow new facilitators.

o Important: Identify who on the Training Team will have responsibility for

connecting them with a mentor and for the Symposium Run-Through, or

any similar follow-up.


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o Maybe plan on taking the deepening training, when it is offered.

Discuss: Local Community Groups (if there is one)

o How to contact the community group leader (in addition to using your

mentor, if you are assigned one)

o How the local community group(s) operate.

o Stone Soup Story as a metaphor for how community works and how they

can make a contribution (see the Modules Document for this story)

o Be prepared to direct training participants outside the area to the groups

that apply to them.

(15 minutes)

IV-F. Finding Your Group Name(_______)

First, do you want a group name? Not required.

Set-up:

o Invite participants to view this not as voting for a name or finding a name,

but letting the name (which already exists!) emerge in the group awareness.

And before suggesting another name to add to the list, check inside yourself

to see whether suggesting it really serves the group processis it a real

contender, does it ring true

o Sample of Previous Names: Los Caminantes de la Nueva Tierra (Quito,

11/08), Coot-thaa (Brisbane, Australia 11/08), Born4Now (Colorado, 11/08),

Chitty Chitty Danju (Perth, Australia 11/08), Condor Dreamers (Charlotte,

NC 12/08), JustEnSpir (SF 2/09), Los Nuevos Suenos (NJ 2/09), Hong

Kong Hummers (Hong Kong 3/09), Pachai Amma (Auroville, India 3/09),

Snow on Cedars (Seattle 3/09), Seeds of Enchantment (New Mexico, 2/08),

Heart Spring (Bay Area, 3/08),

Possible process for choosing names:

o Get the flip chart with name suggestions written on it.

o Ask everyone to go inside and see if they have another name to add to the

listand to check within themselves whether it will truly serve the group to

add that name now. If so, add it.


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o Narrow down with a hum-o-meter, where everyone can hum in favor of 2-3

names they like and someone acts like a meter to measure the loudness

of the hums, narrowing it down to 2-3. Wipe off the board any that dont get

significant hums. Repeat as needed to narrow it down to 2-3 names.

o Then let one or two persons speak about why they like each of the 2-3

names.

o Repeat hum-o-meter as needed, narrowing down, inviting those who

support a less hummed name to graciously move to one that has more

group energy behind it, in the spirit of group consensus and group mind.

o Consensus doesnt mean everyone agrees, it means everyone can be

content with it! So you can ask those humming for the less popular name if

they would be willing to move to the more popular name, in the spirit of

consensus.

o Combining names is often a way to achieve group consensus.

(30 minutes)

IV-G. Meeting In Regional Groups or Community Groups To Plan

Next Steps(______)

o This time can be used to form new groups or self-support groups

o Be ready to provide a parallel meeting for participants out-of-area, or invite

them to join existing groups to get ideas for their own.

o They can work with the list of 10 groups in their community that they

researched, groups already engaged in environmental, social justice, or

spiritual issues.

o Can also work with Next Steps Planning Sheet in the Training Notebook

o Note: Be alert to danger of overwhelming the new trainees with what appear

like demands upon their timebe careful to create a space of invitation,

opportunity, and spaciousness

(15-25 minutes)

IV-H. Conversations About The Symposium(___________)

Set-up Process:


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o Ask for two volunteers willing to do something in front of the group where

they dont know what it is. Dont give any previews about what this will be

aboutthe surprise adds a lot of fun to it for the group.

o Ask first one to come up, stand almost shoulder to shoulder, both facing the

group, then say, Hey, John, I know we only have about a minute until our

elevator reaches the first floor of our building, but Ive been meaning to ask

you, What is this Symposium thing youre involved in?Set this up like

the surprise opening of an improv theatre skitit allows for a lot of humor

and laughter, since they are surprised and most people have difficulty

saying what a Symposium is, even after two days of talking about it.

o Then allow them to answer, not making it too difficult for them, or more

difficult than it is already. Allow them to win. In the way you hold it and

respond, make it clear this is not an enrollment conversation(there is a

tendency for them to slip into this), but rather to speak from their heart andget them to help you understand what it is.

o Repeat with the second volunteer, this time switching to another

hypothetical situation, like running into a friend at the grocery store

surprise them, again like an improvisation theatre routine. The essential

elements of the situation are: a) limited time to talk, b) What is this

Symposium thing youre involved in?again, keep it away from an

enrollment conversation. It is about them clearly expressing what a

Symposium is.

o After two demonstrations, have them break into groups of three and do atimed 1-1/2 minutes for each person to respond to the question, What is

this Symposium thing youre involved in? Shorter alternative: turn to the

person next to you and take 2 minutes each, one person asking the other,

So what is this Symposium thing you are doing?

o If time allows, do one round of 1-1/2 minutes for each person, then 2-3

minutes to share among the three of them what worked and didnt work,

then do a second round of 1-1/2 minutes for each, borrowing from each

other.

Group Discussion: How was that for you? What did you learn? What did youobserve worked and didnt work?

(15 minutes)


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IV-I Feedback Forms (___________)

If you have hard copies of the Feedback Form for the Basic Training, and give them

time to fill it in, youll get almost 100% turn-ins. One option is to give them the form,

then allow them to fill it in right after the end of the training, turn it in. If you depend

on e-mailing the form, the turn-in rate will be much, much lower.

(30 minutes)

V. Completion Ceremony (______)

o Can be very simple.

o If weather allows, go outside to natural beauty, carrying out main elements

of altar (candle and mixed common soil and maybe flowers). Have enough

DVDs for everyone in a stack on the relocated altar, with the name of one

person in the training on each DVD with a post-it or otherwise (to make surethat no one is left alone in the closing presentation).

o Have enough bracelets for everyone also on the altar.

o Open with improvised words about their shared commitment to a

sustainable, fulfilling, and just human presence, that they have now gained

a new tool and a new community to fulfill that commitment in their lives. Add

whatever other words seem appropriate.

o Use song or poetry if that seems appropriate.

o Give an opportunity for anyone to speak who has something they would like

to say to be complete, keeping aware of the time limitation.

o Acknowledge the production team if they arent otherwise acknowledged.

o Option: Close with a Spiral Dance (see Modules Document) followed by

DVD presentation.

o Have some kind of closing, then have them pick up a DVD and a bracelet

and then go present the DVD and bracelet to the person whose name is on

the DVD. Dont try to return to single group after thisit becomes their

goodbyes, so difficult to get them back into group.


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Caution: Dont close with any group process that has the everyone in a line hugging

or saying goodbye to another line, moving in orderthe line only moves as fast as

the slowest person, and usually gets very bogged down!

Notes for Final Team Meeting:

Please get clear as a team on who will complete the following:

o Send out the final participant list in digital form to the participants.

o Send the final participant list to the [email protected]

o Coordinate team responses on the Training Completion Report and

send it to Tracy Apple and Ruel Walker ([email protected]

[email protected])

o Complete on any promises that were made to the participants.

Notes:

Areas of Responsibility for Leadership Team (in conjunction with

Production):

[ ] Time Management (keep track of how we are doing on keeping close to

schedule)

[ ] Attention to consciousness of physical space (chairs, lighting, trash on floor,

etc.)

[ ] Materials readiness (with Production Team)

[ ] Keep track of any corrections needed to any of the materials


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[ ] Taking notes on what actually happens.

[ ] List of promises, follow-up items to be completed

Additional Resources:

The Modules Document is a rich treasure trove of additional resources for Training

Leaders. It offers more detailed suggestions and suggested wording for many of

the individual sections of the Facilitator Training, and also contains the following

Appendices:

APPENDIX A: Notes for the Holding & Creating The Space Section

APPENDIX B: Games & Movement Ideas

APPENDIX C: Checklist for Facilitator Training

APPENDIX D: Intentions of the Sections of the Training

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The Pachamama Alliance is a nonprofit organization based in San Francisco. Its mission is to empower

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Facilitator Training 2-Day Flow

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